Name Laraib khan

Roll number 31 Mam Saira

class BED (Hons)
Topic
practices and challenges of examination in Pakistan
assessment practices and challenges of examination in Pakistan.
Assessment practices.
Assessment is the process of gathering and discussing information from multiple and d
iverse sources in order to develop a deep understanding of what students know,
understand, and can do with their knowledge as a result of their educational experiences.
Types of assessments
summative assessment
formative assessment

Summative assessment
Summative assessment takes place after the learning has been completed and provides
information and feedback that sums up the teaching and learning process. Typically, no
more formal learning is taking place at this stage, other than incidental learning which
might take place through the completion of projects and assignments.

Rubrics, often developed around a set of standards or expectations, can be used for
summative assessment. Rubrics can be given to students before they begin working on a
particular project so they know what is expected of them (precisely what they have to do)
for each of the criteria. Rubrics also can help you to be more objective when deriving a
final, summative grade by following the same criteria students used to complete the
project.

Rubrics also can help you to be more objective when deriving a final, summative grade by
following the same criteria students used to complete the project.

High-stakes summative assessments typically are given to students at the end of a set
point during or at the end of the semester to assess what has been learned and how well it
was learned. Grades are usually an outcome of summative assessment: they indicate
whether the student has an acceptable level of knowledge-gain—is the student able to
effectively progress to the next part of the class? To the next course in the curriculum? To
the next level of academic standing? See the section “Grading” for further information on
grading and its affect on student achievement.
Summative assessment is more product-oriented and assesses the final product, whereas
formative assessment focuses on the process toward completing the product. Once the
project is completed, no further revisions can be made. If, however, students are allowed to
make revisions, the assessment becomes formative, where students can take advantage of
the opportunity to improve.
Formative assessment.
Formative assessment provides feedback and information during the instructional process,
while learning is taking place, and while learning is occurring. Formative assessment
measures student progress but it can also assess your own progress as an instructor. For
example, when implementing a new activity in class, you can, through observation and/or
surveying the students, determine whether or not the activity should be used again (or
modified). A primary focus of formative assessment is to identify areas that may need
improvement. These assessments typically are not graded and act as a gauge to students’
learning progress and to determine teaching effectiveness (implementing appropriate
methods and activities).
Types of summative assessment Examinations (major, high-stakes exams)

Final examination (a truly summative assessment)

Term papers (drafts submitted throughout the semester would be a formative assessment)

Projects (project phases submitted at various completion points could be formatively

assessed)

Portfolios (could also be assessed during it’s development as a formative assessment)

Performances

Student evaluation of the course (teaching effectiveness)

Instructor self-evaluation.
Types of formative assessment.
Observations during in-class activities; of students non-verbal feedback during lecture

Homework exercises as review for exams and class discussions)

Reflections journals that are reviewed periodically during the semester

Question and answer sessions, both formal—planned and informal—spontaneous

Conferences between the instructor and student at various points in the semester

In-class activities where students informally present their results

Student feedback collected by periodically answering specific question about the
instruction and their self-evaluation of performance and progress.
Observations during in-class activities; of students non-verbal feedback during
Effective Assessment practices. .
The Early Career Framework states that teachers must learn that... Effective assessment is
critical to teaching because it provides teachers with information about pupils’
understanding and needs, but what exactly makes assessment effective?

‘Nothing we do to, or for our students is more important than our assessment of their work
and the feedback we give them on it. The results of our assessment influence students for
the rest of their lives...’ Race et al.

An assessment is a task that is carried out by a teacher to work out the level a student is
working at. It can also be something that is used to assess where a child is exceeding and
where they may need a little more support.
Benefits of assessment practices.
Assessment Celebrates Growth. ...

Assessment Identifies the Child’s Strengths and Needs. ...

Assessment Provides the Child an Opportunity to Be Part of the Process. ...

Assessment Helps the Educator Get to Know the Child Better. ...

Assessment Helps the Educator Improve their Professional Practice.

Challenges of examination in primary level of Pakistan.
Examination System Flaws

The examination system in Pakistan has its flaws, including a heavy focus on rote learning
and memorization, which may not foster critical thinking and problem-solving skills. Exams
in Pakistan often prioritize rote memorization over a deep understanding of the subject.
Challenges of examination in secondary level of Pakistan.
The examination system in Pakistan has its flaws, including a heavy focus on rote learning
and memorization, which may not foster critical thinking and problem-solving skills. Exams
in Pakistan often prioritize rote memorization over a deep understanding of the subject
matter.
Challenges of examination in higher secondary level of Pakistan.
Exams are approaching fast, and we understand that things may be looking a bit different
this year.
The disruptions caused by lockdown have interfered with student’s day-to-day learning as
well as their NCEA exam preparation. Whether you are a past or present client of
Inspiration Education, or have never used our services before, our aim is always to keep
parents informed and help you empower your children.

With that in mind, here are the top 5 reasons students struggle in exams and the strategies
we recommend to help take some of the pressure off. .
Lack of Study Plan and Strategy

Problem:

Most students lack a plan of not just when and what they’ll study, but most importantly
“how” they will study.

Why this is a problem:

Without a clear plan of attack, students struggle to know exactly what to do. This can result
in procrastination, feelings of anxiousness, and a lack of preparation which may lead to
underperformance on the big day.

How you can help:

Help them write up a “study formula” that not only includes when and what they’ll study,
but how they’ll study as well.
Gaps in Their Knowledge

Problem:

Due to illness, sports, forgetting or not getting along with a particular teacher, your child
may have missed content throughout the year. Often, your child won’t be aware about
which content they don’t know.
Why this is a problem:

Gaps in knowledge lead to a lack of understanding, which can prevent students from
passing, and students getting higher grades, like Merit and Excellence grades.

How you can help:

Sites such as StudyTime, StudyIt and NoBrainTooSmall have checklists of what you need to
know for each subject and topic. Get your child to run through these and test themselves
on what they do and don’t know. From there, they can make themselves a targeted plan of
what to work on next.
Not Sure How to Approach Exam Questions

Problem:

Students may know the information, but find it hard to interpret the question and/or aren’t
sure how to put their responses in the right language for the marker.

Why this is a problem:

Although they might understand the content, NCEA is strict on wording for each grade
level. The language students use in their explanations can make the difference between
grade levels, particularly at the higher-levels.

How you can help:

Past exam papers are a huge help, but most students don’t use them in the most effective
way. After doing the question, they should be closely studying the answers and they should
be writing down how to improve their answer. This will result in a list of all the ways they can
improve their explanations.
Exam Anxiety
Problem:

Students often feel very anxious about exams, due to the high stakes and high-pressure
nature of exams.

Why this is a problem:

Anxiety prevents students from performing at their peak.

How you can help:

Encourage your child to write up an exam action plan on how they’ll deal with exam anxiety
(for example, “if I feel anxious in the exam, I will __________”). Some of our tutors wrote an
article for StudyTime with heaps of helpful strategies for dealing with exam anxiety – check
it out here.
. Lack of Exam Management Skills

Problem:

Students are often not taught exam management skills by their school.

Why this is a problem:

If doing the exam in a linear manner, your child may spend more time on the harder
questions that they can’t do, rather than the questions that they can. This may result in
them not finishing the exam, or thinking they can’t do the whole exam (rather than the 1-2
questions they can’t do).

How you can help:

Encourage your child to read through all of their exam questions first before attempting any
and get them to write a number between 1 and 5 (5 being hardest and 1 being the easiest)
next to each question. From there, they should be doing lower-numbered questions first.

I hope this information gives you ideas on how you can further help your child during their
stressful exam period.